The purpose of this paper is to report on developments and applications of mixed reality cubicles and their impacts on learning in higher education. This paper investigates and presents the cost effective application of augmented reality (AR) as a mixed reality technology via or to mobile devices such as head-mounted devices, smart phones and tablets. Discuss the development of mixed reality applications for mobile (smartphones and tablets) devices leading up to the implementation of a mixed reality cubicle for immersive three dimensional (3D) visualizations.,The approach adopted was to limit the considerations to the application of AR via mobile platforms including head-mounted devices with focus on smartphones and tablets, which contain basic feedback–to-user channels such as speakers and display screens. An AR visualization cubicle was jointly developed and applied by three collaborating institutions. The markers, acting as placeholders acts as identifiable reference points for objects being inserted in the mixed reality world. Hundreds of participants comprising academics and students from seven different countries took part in the studies and gave feedback on impact on their learning experience.,Results from current study show less than 30 percent had used mixed reality environments. This is lower than expected. About 70 percent of participants were first time users of mixed reality technologies. This indicates a relatively low use of mixed reality technologies in education. This is consistent with research findings reported that educational use and research on AR is still not common despite their categorization as emerging technologies with great promise for educational use.,Current research has focused mainly on cubicles which provides immersive experience if used with head-mounted devices (goggles and smartphones), that are limited by their display/screen sizes. There are some issues with limited battery lifetime for energy to function, hence the need to use rechargeable batteries. Also, the standard dimension of cubicles does not allow for group visualizations. The current cubicle has limitations associated with complex gestures and movements involving two hands, as one hand are currently needed for holding the mobile phone.,The use of mixed reality cubicles would allow and enhance information visualization for big data in real time and without restrictions. There is potential to have this extended for use in exploring and studying otherwise inaccessible locations such as sea beds and underground caves. Social implications – Following on from this study further work could be done to developing and application of mixed reality cubicles that would impact businesses, health and entertainment.,The originality of this paper lies in the unique approach used in the study of developments and applications of mixed reality cubicles and their impacts on learning. The diverse composition in nature and location of participants drawn from many countries comprising of both tutors and students adds value to the present study. The value of this research include amongst others, the useful results obtained and scope for developments in the future.

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A study of developments and applications of mixed reality cubicles and their impact on learning

In Cave Automatic Virtual Environments (CAVEs), a computer generated environment is projected all around a user to fully immerse or eliminate all reference to the real world. Typically, Virtual Reality (VR) CAVEs also track and respond to the user's physical orientation, movements and gestures. Mixed reality environments instead focus on combining real world objects with computer generated ones. In this paper, we focus on the application of Augmented Reality (AR) as a mixed reality technology via (or to) mobile devices such as head-mounted devices, smart-phones and tablets. We present the development of mixed reality applications for mobile (smart-phone and tablet) devices leading up to the implementation of an mixed reality (AR) cubicle for immersive Three Dimensional (3D) visualizations. We also present the results of a study on the familiarity with both VR and AR technologies among students from two institutions of tertiary education. The paper concludes with a discussion of planned deployment and upgrade of mixed reality cubicles using mobile VR equipment.

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Mixed Reality Cubicles and Cave Automatic Virtual Environment

This book constitutes the thoroughly refereed post-workshop proceedings of the AVI 2016 Workshop on Road Mapping Infrastructures for Advanced Visual Interfaces Supporting Big Data Applications in Virtual Research Environments, AVI-BDA 2016, held in Bari, Italy, in June 2016. The 10 revised full papers in this volume present the elaborated outcome of the initial position papers capturing the results oft the roadmapping discussions in the workshop at which comments of several external reviewers for these full publications were also integrated.

Advanced Visual Interfaces: Supporting Big Data Applications

This paper presents a reclassification of markers for mixed reality environments that is also applicable to the use of markers in robot navigation systems and 3D modelling. In the case of Augmented Reality (AR) mixed reality environments, markers are used to integrate computer generated (virtual) objects into a predominantly real world, while in Augmented Virtuality (AV) mixed reality environments, the goal is to integrate real objects into a predominantly virtual (computer generated) world. Apart from AR/AV classifications, mixed reality environments have also been classified by reality; output technology/display devices; immersiveness as well as by visibility of markers.,The approach adopted consists of presenting six existing classifications of mixed reality environments and then extending them to define new categories of abstract, blended, virtual augmented, active and smart markers. This is supported with results/examples taken from the joint Mixed Augmented and Virtual Reality Laboratory (MAVRLAB) of the Ulster University, Belfast, Northern Ireland; the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste, Italy and Santasco SrL, Regio Emilia/Milan, Italy.,Existing classification of markers and mixed reality environments are mainly binary in nature and do not adequately capture the contextual relationship between markers and their use and application. The reclassification of markers into abstract, blended and virtual categories captures the context for simple use and applications while the categories of augmented, active and smart markers captures the relationship for enhanced or more complex use of markers. The new classifications are capable of improving the definitions of existing simple marker and markerless mixed reality environments as well as supporting more complex features within mixed reality environments such as co-location of objects, advanced interactivity, personalised user experience.,It is thought that applications and devices in mixed reality environments when properly developed and deployed enhances the real environment by making invisible information visible to the user. The current work only marginally covers the use of internet of things (IoT) devices in mixed reality environments as well as potential implications for robot navigation systems and 3D modelling.,The use of these reclassifications enables researchers, developers and users of mixed reality environments to select and make informed decisions on best tools and environment for their respective application, while conveying information with additional clarity and accuracy. The development and application of more complex markers would contribute in no small measure to attaining greater advancements in extending current knowledge and developing applications to positively impact entertainment, business and health while minimizing costs and maximizing benefits.,The originality of this paper lies in the approach adopted in reclassifying markers. This is supported with results and work carried out at the MAV Reality Laboratory of Ulster University, Belfast–UK, the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste-Italy and Santasco SrL, Regio Emilia, Milan–Italy. The value of present research lies in the definitions of new categories as well as the discussions of how they improve mixed reality environments and application especially in the health and education sectors.

A reclassification of markers for mixed reality environments

E-learning includes elements of both on-line and off-line learning (and/or distance learning). Various Learning and Course Management Systems (LCMS) are used for blended or hybrid learning in Science, Technology and Engineering (STE) disciplines, where they provide a defined (guided) path of study intended for collaborative groups of learners (such as a typical classroom) within the confines of a closed web-based (online) environment. In the blended learning approach, e-learning platforms augment or enhance the face-to-face (traditional) approach to teaching, focusing on the adaptation and delivery of pedagogical material. Key challenges affecting the wider use of e-learning platforms in STE disciplines include lack of adequate support for practical/laboratory work, the need to reformat/transform existing pedagogical content for on-line use, the added demands of on-line interactivity on the part of instructors/providers of content and the accessing them from resource constraint environments. This paper presents two techniques that could be used to reduce the overhead of reformatting or adapting pedagogical material for use as learning objects, as well as, addressing the fundamental challenge of accessing/using online educational resources from resource constrained environments. The results obtained from experimental study are also presented and discussed as potential enhancements for self/personal and group learning.

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Augmenting E-learning Tools for STE Disciplines and Resource Constrained Environments

The average learner today, being quite exposed to information and communication technologytools, is less inclined to read books or manuals and prefers to carry out most of thecommunications on-line using new/modern electronic devices or gadgets. The traditionalteaching styles built around using only face-to-face classroom based lessons no longer suit thelearning styles of the average learner; introducing multimedia or other on-line content intoteaching results in improved performance by the learners. Blended e-learning or other on-lineteaching strategies tend to focus on the delivery of theoretical material; however thepedagogy/training of engineers, technologists and scientists involves a strong hands-onpractical/laboratory training component as they are expected to create new things/technologiesand not just repeat what previous generations did. The benefits of this hands-on or practicalcomponent include stimulating deep and reflective learning, thereby improving the creativeproblem solving capabilities while also providing exposure/insight into real world problemsand challenges. This chapter introduces mobile augmented reality (semi-immersive 3D virtualreality) as a vehicle for the delivery of practical laboratory experiments in science, technologyand engineering. Mobile augmented reality delivers multi-sensorial interactions with acomputing platform over commodity hardware technology that is already widely accepted.Two illustrated examples in the fields of micro-electronics and communications engineeringare presented to highlight the innovative features such as the ability to closely replicate anexisting laboratory based hands-on experiment and use of the mobile augmented realityexperiment as a blended learning aid for laboratory experiments or stand-alone off-lineexperiment for distance learning.

MARE: Mobile Augmented Reality BasedExperiments in Science, Technology and Engineering

Commercial or free (open-source) Learning Content Management Systems (LCMS) arealready in widespread use in many academic institutions, especially for blended learning. Inthe last 3 years, video lessons and Massive Open On-line Courses (MOOCs) have been viewedby some as having potentially high impact in higher education due to their perceived abilityto deliver knowledge interactively to a wide audience of learners. Although LCMS andMOOCs are teaching/learning aids, they are orthogonal in several aspects. Generally, MOOCsmay not explicitly require the learners to have an in-depth prior knowledge of the subject andare aimed at collaborative audiences or groups of learners larger than a typical classroom or asingle educational institution. Accessing internet based on-line resources such as LCMS andMOOCs is challenging in many developing countries or remote locations where access to theinternet is not available on demand, especially when they include video based lessons andsimilar resources that require higher bandwidth for streaming or on-demand access bylearners. This chapter presents with real/practical examples and illustrations from a multidisciplinarycourse for physics/ engineering, the quasi-automated exportation of an on-lineLCMS or MOOC into an off-line portable archive that is especially suited for use inareas/regions with limited bandwidth. Also discussed/presented is the use of the off-lineversion in several different learning contexts such as personal learning, interactive classroomvideo, collaborative learning, distance learning and even as a blended learning aid for existingclassroom based academic programmes or on-line MOOCs or LCMS based courses.

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Sandro Radicella

Papers

MARE: Mobile Augmented Reality BasedExperiments in Science, Technology and Engineering

Transferring On-line Science and Engineering Courses for Use in Developing Countries